Distance learning can be enhanced through the correct application of SQ3R reading methods.
Educators and students alike are concerned with student retention and understanding of a course's reading material. Students must read, understand, interpret and apply concepts they learn from textbooks. Since distance learning may have a stronger reliance on written materials rather than lectures or educational activities common in traditional education, students and instructors must be vigilant in ensuring that the written material is accessible and understood. The SQ3R technique can help to ensure that the textbook and other written materials clearly convey their intended content and are comprehensible to the readers. The term SQ3R is an acronym that reminds students to "survey, question, read, recite and review."
Instructions
1. Survey the writing to understand purpose, main ideas and create a framework for learning. In this step, students look for cues by scanning pictures, looking for bold print, titles and subtitles and locating questions within the material. Students can also benefit by reading the first and last sentences in paragraphs to clearly identify the main ideas. Distance learning students set concrete goals in surveying the material by identifying three to six main points in the work or chapter.
2. Generate questions about the material from the survey. Jot down questions that come to mind as the material is scanned. These questions are created from visual aids, titles or headings. Try to develop open-ended questions beginning with "what," "how," and "why" rather than questions that require only a positive or negative response -- avoid yes or no questions. Ask both general and specific questions, such as "what is the piece about" and "in what particular ways is this information important." Students may also benefit from rephrasing subheadings into question format.
3. Read the material with these questions in mind. Students may now focus their attention on the most important aspects of the writing. By focusing on their own questions, students can read to answer them. Distance learning students should remember to phrase both their questions and their answers to these questions using their own words rather than those of the author. Using their own words forces students to process and analyze the information, resulting in better comprehension and retention of the material. This aspect of SQ3R helps distance learning students to be active rather than passive learners.
4. Recite the questions and the answers aloud. Again, distance learning students should use their own words when completing this step in the process to ensure that they are active readers engaged in the learning process rather than passive recipients of content from written materials. In situations or locations where reading aloud is not an option, students can write the questions and answers several times to help reinforce the ideas.
5. Review the questions and answers immediately. Distance learning students often work at their own pace and need to self-evaluate their own understanding of the material. Students can cover their answers and quiz themselves, checking to see if they respond correctly to the questions. Students should also review the material again within 24 hours, again after a week and again after a month to reinforce learning and maintain retention of the content.
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